NotesFAQContact Us
Search Tips
ERIC Number: ED403240
Record Type: Non-Journal
Publication Date: 1997
Pages: 224
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8039-6463-3
Who Will Save Our Schools? Teachers as Constructivist Leaders.
Lambert, Linda; And Others
This publication explores the future of schooling and the role of teacher leaders. Several questions are examined: (1) why teachers must take primary responsibility for creating a new context for teaching and learning; (2) how "constructivist leaders" create meaning out of learning; (3) how the roles of leadership with adults and with children merge for teacher leaders; and (4) what commitments, knowledge, and skills are essential for teacher leaders. Chapter 1 describes the context of teaching in the United States in terms of four themes: human learning and development, learning communities, constructivist leadership, and systemic change. In Chapter 2 "constructivist leadership" and "constructivist leading" are defined. Chapter 3 discusses enabling all members of school communities to engage in system reform. Chapter 4 suggests several approaches from practice to advance the learning community as the new context for teaching and learning. Chapter 5 focuses on the teacher's leadership role. Chapter 6 examines who sets the learning agenda from both authoritarian and participatory viewpoints. Chapter 7 proposes the commitments, knowledge, and skills that are essential for teacher leaders, outlines nine design principles for professional evaluation, and suggests reforms of professional preparation programs. Chapter 8 summarizes ideas, anticipates some possible futures, and recommends significant alterations in policy and practice. (Contains 143 references.) (ND)
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (cloth: ISBN-0-8039-6462-5, $49.95; paperback: ISBN-0-8039-6463-3, $22.95).
Publication Type: Books; Information Analyses
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A